Unit TDA 2.2: Safeguarding the welfare of children and young people – Task 2 2.4: Describe the actions to take in respond to emergency situations‚ including Fires‚ Security Incidents and Missing children or young people. Fire and other emergencies Buildings need to be evacuated quickly in the event of a fire‚ gas leak or bomb scare. There will be clear procedures on how to do this in our school/nursery. These procedures must be displayed in each area of the school/nursery‚ giving information
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Safeguarding guidelines are vital because for children in risk every day matters‚ both the safeguarding agenda and academic research underline the damage that delayed intervention can cause and reinforce the importance of the joint working of professionals and institutions (DfE‚ 2013 and Broadhurst and Grover‚ 2009). For children‚ the areas in which they feel the need for more support are: in the provision of security‚ sense of belonging and trust and self-development (McAuley and David‚ 2009).
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everybody in the school setting. Children’s Act 2004 – this act provides the framework for Every Child Matters and also identifies the needs of working in a integrated manner when safeguarding children. Children’s Act 1989 – where there is reasonable concern
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UNIT CYP CORE 3.3 LEARNING OUTCOME 1 (1.2) SAFEGUARDING CHILDRENS WELL BEING The term safeguarding means ’ promoting children’s welfare and putting measures in place it improve children’s safety and prevent abuse.’ According to Tassoni (2010) (pg 112) “ safeguarding is about much more than just protection children from direct abuse.” Safeguarding is used to protect children from a wide range of dangers such as accidents‚ substance abuse and even unprotected consenting sex. Any person or
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Unit 025 – Safeguarding 1.2 – tASK 2 Explain Child Protection within the wider context of safe guarding children and young people. Child protection should always be the primary concern of all those who work with children and young people. Safeguarding encompasses child protection‚ support‚ counselling‚ and prevention of harm‚ education and providing all of the things that a child needs to develop. Safeguarding a child is ensuring that they have the support and opportunity to achieve their potential
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considered as the most complex tissue among all creatures. Emily Dickinson successfully compared the brain’s ability to interpret‚ absorb and look into‚ and generalize to the ability of ocean‚ the sky‚ and God. The imagination in the brains is wider than the sky. The sky is the atmosphere people see from the earth. So even though the sky looks wide‚ it has a limit. However‚ there is no limitation of the imaginations in the brain. The sky cannot restrict people’s mind being curious about the
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name |Learning Outcomes covered | |A |A Briefing notes/ |1 Understand the main legislation‚ guidelines‚ policies for safeguarding children and young | | |Report/Presentation |people | | |For new workers |
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Marriages in Arranged Type An arranged marriage is a marriage that is at some level arranged by some or the other than those being married and is usually used to describe a marriage which involves the parents of the married couple to varying degrees‚ it has deep roots in royal and aristocratic families around the world. Today‚ arranged marriage is largely practiced in Africa‚ theMiddle East‚ and Southeast Asia and East Asia to some extent. Some times people suppose there is no diffrentce between
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Unit 10 Safeguarding in health and social care
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During this placement‚ I have learned that safeguarding referrals rely on professional judgements against the Risk Threshold Procedures (RTT‚ 2017) and legislation of Care Act 2014. Assessments methods within adult safeguarding present as both process-focused (clear directives of how to protect vulnerable adults within legislation and policy) and contingent (assessment goals vary on context and independent variables) (SCIE‚ 2007). The assessment process is systematic and embedded into the Care Act
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